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KNOWLEDGE, ATTITUDE AND PRACTICES OF
TEACHERS REGARDING DISABILITY AMONG STUDENTS
IN 10 GOVERNMENT SCHOOLS OF MALE’
AISHATH MOHAMED SHAUKATH
THE MALDIVES NATIONAL UNIVERSITY
NOVEMBER, 2014
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KNOWLEDGE, ATTITUDE AND PRACTICES OF
TEACHERS REGARDING DISABILITY AMONG STUDENTS
IN 10 GOVERNMENT SCHOOLS OF MALE
AISHATH MOHAMED SHAUKATH
A project submitted in partial fulfillment of the requirements for the Degree of
Bachelors in Primary Health Care
Faculty of Health Sciences
The Maldives National University
November, 2015
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DECLARATION
Name: Aishath Mohamed Shaukath
Student Number: 000032844
I hereby declare that this project is the result of my own work, except for
quotation and summaries which have been duly acknowledged.
Signature: Date:
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KNOWLEDGE, ATTITUDE AND PRACTICES OF TEACHERS REGARDING
DISABILITY AMONG STUDENTS IN 10 GOVERNMENT SCHOOLS OF MALE’
AISHATH MOHAMED SHAUKATH
November 2015
ABSTRACT In January 2013, a circular was sent to all schools in Maldives regarding introduction of
inclusive education in mainstream schools to allow different types of disabled children to
be enrolled in these schools. This study investigates the knowledge, attitude and practices
of regular classroom teachers towards students with disability compared with the teachers
teaching in Jamaaluhdheen and Imaadhudheen School. The study is conducted using a
survey questionnaire among 84 teachers of 10 government schools in Male‟. The data is
analyzed using SPSS version 20.0. According to the study, all the participants had an
acceptable level of knowledge regarding disability in children. Moreover, the control group
has expressed positive attitude towards including disabled children in main stream classes
and involving them in all the curricular and extra-curricular activities while the case group
had negative attitude towards involving disabled children in the normal classes. From this
study it was identified that teachers do not believe they have the proper skills to teach
students with disability. Therefore, it is very important to increase teachers knowledge and
skills by providing more workshops and training programs.
Key words: Circular, Inclusive education, Knowledge, Attitude, Mainstream schools
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Acknowledgements Alhamdhulillah! I am grateful to Almighty Allah for giving me the strength and patience to
complete this study. Next I would like to express my deepest appreciation to my loving
family and friends for giving their support throughout the semester. Moreover I would like
to express my sincere gratitude to my adoring supervisor Mis Shahiya Ali Manik for her
continuous guidance and encouragement throughout the study. Additionally I sincerely
thank the management of the Faculty of Health Sciences for giving the opportunity and
providing me with all the necessary facilities to complete this study. Furthermore I thank
my beloved lecturers in department of public health providing there assistance in
completing this research. At least but not last I thank all the participants who spent their
valuable time to participate in the research.
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Contents
DECLARATION ................................................................................................................................ iii
ABSTRACT ........................................................................................................................................... iv
Acknowledgements ................................................................................................................................. v
Contents .............................................................................................................................................. vi
LIST OF TABLES .................................................................................................................................. viii
LIST OF FIGURES .................................................................................................................................. ix
LIST OF ABBREVIATIONS ...................................................................................................................... x
1 CHAPTER ...................................................................................................................................1
INTRODUCTION ...............................................................................................................................1
1.1 Background to the Study ......................................................................................................1
1.2 Problem Statement ...............................................................................................................3
1.3 Objective of the Study ..........................................................................................................4
1.3.1 General Objective.........................................................................................................4
1.3.2 Specific Objectives.......................................................................................................4
1.4 Research Question ................................................................................................................5
1.4.1 Main Question ..............................................................................................................5
1.4.2 Specific Questions ........................................................................................................5
1.5 Significance of the Study .....................................................................................................5
1.6 Scope of the Study ...............................................................................................................6
1.7 Definitions of terms .............................................................................................................6
2 CHEPTER ....................................................................................................................................7
REVIEW OF LITERATURE ..............................................................................................................7
2.1 What is disability? ................................................................................................................7
2.2 Inclusive education ..............................................................................................................9
2.3 The Rights Framework for Inclusion ................................................................................ 10
2.4 Laws and Policies regarding disability and Inclusive Education in Maldives .................. 11
2.5 Conceptual framework and Measurement of variables ..................................................... 13
2.6 Teachers knowledge, attitude and practice on Inclusive Education .................................. 14
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2.7 Socio demographic factors (gender, age, educational back ground, years of experience) 15
3 CHAPTER ................................................................................................................................ 17
METHODOLOGY............................................................................................................................ 17
3.1 Research Design ................................................................................................................ 17
3.2 Population and Sample ...................................................................................................... 17
Study Area ................................................................................................................................... 17
Target Population ....................................................................................................................... 18
Sampling Techniques .................................................................................................................. 18
Sample Size .................................................................................................................................. 19
3.3 Instrumentation ................................................................................................................. 19
3.4 Data Collection Procedures ............................................................................................... 20
3.5 Validity and reliability ...................................................................................................... 20
3.6 Framework for Data Analysis ........................................................................................... 21
4 CAHPTER ................................................................................................................................ 22
DATA ANALYSIS AND RESULTS ............................................................................................... 22
5 CHAPTER ................................................................................................................................ 36
DISCUSSION AND CONCLUSION ............................................................................................... 36
5.1 Summary of main findings ................................................................................................ 36
5.2 Discussion ......................................................................................................................... 37
5.3 Limitations ........................................................................................................................ 40
5.4 Conclusion ........................................................................................................................ 41
5.5 Direction for future Researches and Recommendations ................................................... 41
Reference list..................................................................................................................................... 43
APPENDICES .................................................................................................................................. 46
Appendix A .................................................................................................................................... 46
Appendix B .................................................................................................................................... 47
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LIST OF TABLES Table 1 Framework for Data Analysis .................................................................................. 21
Table 2 Demographic characteristics of the participants ...................................................... 22
Table 3 types of disability ..................................................................................................... 25
Table 4 Identification of thedisability in students ................................................................ 26
Table 5 Charecteristics of Down Syndrome ......................................................................... 30
Table 6 laws in Maldives regarding disability ...................................................................... 30
Table 7 attitudes of teachers by control group ...................................................................... 31
Table 8 Attitudes of teachers by case group ......................................................................... 31
Table 9 Opportunities to improve knowledge ...................................................................... 33
Table 10 Prectises of teacher towards students with disabilities .......................................... 34
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LIST OF FIGURES Figure 1 Conceptual framework and Measurement of variables .......................................... 13
Figure 2 Attitude of teachers regarding specific disabilities ................................................ 15
Figure 3 Definition of disability by case group .................................................................... 24
Figure 4 Definition of disability by control group ................................................................ 24
Figure 5 Definition of inclusive education by case group .................................................... 26
Figure 6 Definition of inclusive education by case group ................................................... 27
Figure 7Definition of Autism by case group ........................................................................ 28
Figure 8 Definition of ADHD by case group ....................................................................... 29
Figure 9 Extra support for students with disability by case group ....................................... 35
Figure 10 Extra support for students with disability by control group ................................. 35
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LIST OF ABBREVIATIONS ADHD: Attention Deficit Hyperactive Disorder
CRPD: Convention on the Rights of Persons with Disabilities
EDC: Education Development Center
EFA: Education for All
FHS: Faculty of Health Science
GCE: Global Campaign for Education
IDEA: Individuals with Disabilities Education Act
MGF: Ministry of Gender and Family
MGFDSS: Ministry of Gender, Family Development and Social Security
MPND: Ministry of Planning and National Development
SEN: Special Education Need
UN: United Nations
UNESCO: United Nations Educational, Scientific and Cultural Organization.
UNICEF: United Nations Children‟s Education Fund
WHO: World Health Organization
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1 CHAPTER
INTRODUCTION
1.1 Background to the Study
For decades disability is a term that is being largely avoided by communities and
consideration has not been given to educating people with disabilities. However in
recent years, human rights frameworks have begun to inform on a vision for
delivering the right to education for children with disabilities (UNICEF, 2012)
Initially, special education for children with disability started in separate schools or in
separate classes. As a result, the communities got used to the idea that special
education implies to isolated education. However, researches show that when a child
with disabilities attends classes with or without disabilities (Inclusive education) their
academic performance and social skills improves rapidly (BPS parents, 2015).
Principle of inclusive education was first globally accepted and endorsed in 1994 at
the World Conference on Special Needs Education in Salamanca, Spain. However, it
was the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2006
that established inclusive education as a mechanism to deliver the right to education
for people with disabilities (GCE, 2006). Convention on the Rights of Persons with
Disabilities was ratified by the Maldives on 5 April 2010. In addition to this, the
policy for disability in general was ratified and published by the Maldivian
government in 8th July 2010 (Maldivian Gezzet, 2010).
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In inclusive education, children with disabilities are provided with same teaching
methods, textbooks and materials as a normal child. These schools are designed in a
way that children with range of abilities including physical, sensory, intellectual, and
mobility impairments can be included in the same classes (Leonard Cheshire
Disability, n.d.).
In January 2013, Ministry of Education (MoE) in Maldives sent a circular to all
schools of Maldives regarding the introduction of inclusive education in all main
stream schools (Ministry of Education, 2013). Since then, inclusive education has
being implemented in main stream schools in Maldives.
“Governments need to take appropriate measures to employ enough well- trained
teachers, including teachers with disabilities, who are qualified in sign language
and/or Braille, and to train teachers to incorporate disability awareness and the use of
appropriate teaching methods” (UN CRPD, 2006).
According to need assessment done by Regional Seminar on Inclusive Education,
Paro, 2013, states that, in Maldives specially trained teachers are required to provide
education in inclusive class rooms, as in most of the schools in Male‟ regular teachers
are utilized to provide inclusive education for special need students. Therefore, it is
very important to assess these teachers knowledge, attitudes and practices towards
disability and inclusive education (Pinnock, 2013).
During the teachers training programs conducted by the Maldives National
University, in the first year there is only one module regarding Disability which is
only 4 to 8 hours. However in the third year of teachers training program there is a
module called “Introduction to Special Education” which is includes 46 hours. To
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fulfill the requirements of this module the trainees have to attend the SEN classes in
Jamaaludheen School and Immadhudheen School. In addition to this the Post-
Graduation in Diploma and in Master programs there is a module called Inclusive
Education. However, recently a bachelors program started on SEN in January 2015.
According to a seiner lecturer of faculty of Education in 2012, 45 teachers have
completed Diploma in SEN which was a 1 year program.
1.2 Problem Statement
The Eighth Strategic Action Plan of Education Sector states: “increase and expand
educational opportunities for children with special needs including the gifted and
talented.” (Human rights commission of Maldives, 2010).
In Maldives it is every child‟s right to gain education and the government provides
free education for all students including students with disabilities. The main challenge
in delivering quality education arises from lack of capacity within the Maldives to
train teachers for primary and secondary levels. Significant challenge also lies in
providing education for children with special needs (Pinnock, 2013).
It is estimated that in Maldives there are about 2,250 children with disabilities cited in
EDC 2009. However, only 230 children with disabilities were enrolled in schools in
2009. Among those students 127 were attending schools in Male‟, while 103 were
enrolled in Atolls schools (Human rights commission of Maldives, 2010).
In 1984 Maldives government started SEN (Special Education Program) classes for
students with hearing impairment in Jamaaludheen school in Male‟ (Naseer, 2012).
Up to date there are two schools following the integrated system in Male‟.
A report from UNICEF, 2010 (as cited in Human rights commission of Maldives,
2010), suggests that 11 schools have been selected across the country to provide
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education in integrated system for children with disabilities. Concerns remain that
many disabled children remain outside the formal education system; the curriculum is
not adapted to their needs and teachers are not well prepared to teach children with
special needs.
Since Education Ministry has decided to introduce inclusive education, it has been
estimated that, a greater number of disabled children will get access to education and
these disabled students will be attending main stream schools where there are regular
teachers to teach them. Hence, it is crucially important to assess the knowledge,
attitudes and practices of main stream teachers regarding disability.
No studies have been undertaken previously to identify the strengths, weaknesses and
levels of performance of teachers in a classroom setup consisting children with and
without disability. This study has been framed to shed light on to this very aspect.
1.3 Objective of the Study
1.3.1 General Objective
To find the knowledge, attitude and practices regarding disability in students among
primary teachers, in main stream government schools of Male‟, compared with
trained teachers.
1.3.2 Specific Objectives
1. To determine the knowledge of disability in students among teachers of
regular schools.
2. To find the attitudes toward disabled students among teachers of regular
schools.
3. To determine the standards of practice for disabled students among teachers of
regular schools.
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1.4 Research Question
1.4.1 Main Question
What is the knowledge, attitudes and practices followed by the teachers towards
students with disabilities?
1.4.2 Specific Questions
What is the scope of knowledge towards disability in students, among teachers of
regular schools compared to teachers specialized in disability?
What are the attitudes towards disabled students, among teachers of regular schools
compared to teachers specialized in disability?
What are the teaching practices adopted by regular school teachers towards disabled
students compared to specialized teachers?
1.5 Significance of the Study
The result of the survey will help to find the areas in which teachers should be trained
to teach disabled students. Data obtained can be used to construct trainings for
teacher, compensating in the areas that teachers lack skills in. Moreover, this will help
the schools to get more opportunities for the teachers to improve the knowledge and
attitude in the field. In addition to this the result of the study can be used by policy
makers to create and implement policies regarding disability. It will help to reduce
discrimination within the community.
By giving the disabled children opportunities to study in main stream schools, they
will be able to learn better how to live in the society. It will open a platform for such
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children to become more active in society, by gaining more independence, earn and
thrive as individuals.
1.6 Scope of the Study
Only teachers of grade one is covered in this study as it is the first stage of primary
education and it will be instrumental and less complicated for them to identify and
guide the children with disability compared to teachers of a high grades.
This study is focused on teachers who teach in Male‟, primarily because Male‟ is the
center and focal point of the nation and also because this is a pilot study which is
expected to expand to other islands in due time.
1.7 Definitions of terms
Disability: Physical or mental condition that limits a person's movements, senses, or
activities.
Normal children: a student that is able to function normally in the classroom and
does not have a documented cognitive, social, or physical impairment.
Main stream schools: An ordinary school.
Inclusive education: Inclusive education means that all students attend and are
welcomed by normal schools in age-appropriate, regular classes and are supported to
learn, contribute and participate in all aspects of the life of the school.
Integrated systems: Schools where children with disabilities are located in
mainstream schools but often in a separate classroom with other disabled learners and
with a specially trained teacher.
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2 CHEPTER
REVIEW OF LITERATURE
2.1 What is disability?
Disability is a word that can be defined in many ways. Usually the word disability is
derived using two approaches, which are the “medical model” and “social model”. In
medical model disability is defined as any restriction or lack, resulting from impairment,
of ability to perform any activity in the manner or within the range considered normal for
a human being. In other words it focuses on the medical condition of the individual.
(Carson, 2009).
In the social model disability is defined as the disadvantage or restriction of activity
caused by a current social organization which takes little or no account of people who
have physical impairments and thus excludes them from participation in the mainstream
of social activities (Carson, 2009).
According to UNICEF (2007), disability can be defined as the condition where physical
and social barriers prevent an individual with impairment from leading a normal life in
the community on an equal footing with others. In which, impairment refers to the loss or
limitation of physical, mental or sensory function on a long-term or permanent basis
(UNICEF, 2007).
Disability is a vast term, covering impairments, activity limitations, and participation
restrictions. Impairment is caused by a problem in a body function or structure and
activity limitation is difficulty faced by an individual in performing a certain action.
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Participation restriction is problems experienced by an individual to involve in different
life situations (WHO, 2014).
Disability is not just a health problem. It is a compound phenomenon showing the
interaction between person‟s body features and the features of the society where they
live. To overcome the difficulties faced plans to eliminate environmental and social
barriers are required (WHO, 2014).
Over a billion people are estimated to live with some form of disability. This corresponds
to about 15% of the world's population. Between 110 million (2.2%) and 190 million
(3.8%) people 15 years and older have significant difficulties in functioning.
Furthermore, the rates of disability are increasing in part due to ageing populations and
an increase in chronic health conditions (WHO, 2014).
According to World Health Survey, about 785 million (15.6%) people above the age of
15 live with a disability, among them it is estimated that 110 million people (2.2%) have
very significant difficulties in functioning. However, the Global Burden of Disease
estimates a figure of around 975 million (19.4%) people with a disability. Of these, it is
estimated 190 million (3.8%) have “severe disability” – the equivalent of disability
inferred for conditions such as quadriplegia, severe depression, or blindness. Global
Burden of Disease measures estimates 95 million (5.1%) children with childhood
disability, in which 13 million (0.7%) have severe disability (WHO, 2011).
The first disability screening in Maldives was undertaken in 1981, cited in President‟s
Office, 2006. Then there were 1,390 persons with disabilities that comprised 0.9 percent
of the population. According to the Population and Housing Census data in 2000, there
were 4,728 persons with disabilities in the Maldives cited by Velezine, 2001. This
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constituted 1.75 percent of the total population. According to the Report on Survey of
People with Disabilities undertaken in 2002 a total of 9,216 persons with disabilities were
identified that comprised about 3.4 percent of the total population (MGFDSS, 2002). In
Census 2006, a total of 897 persons identified that they were not able to work due to a
disability, cited in MPND 2008.The most common types of disabilities reported in the
Maldives are visual impairment, speech impairment, and mental illnesses (Human rights
commission of Maldives, 2010).
Sensory impairment involves partial or complete visual loss, hearing loss and
multisensory impairment which means having a diagnosed visual and hearing impairment
(shaw-trust, 2015).
IDEA(2015), define speech or language impairment as a communication disorder, such
as stuttering, impaired articulation, a language impairment, or a voice impairment, that
adversely affects a child‟s educational performance (IDEA, 2015).
A psychological disability refers to a spectrum of mental disorders or conditions that
influence the emotions, cognitions, and behaviors. Psychological disabilities may include
autism, depression, anxiety, schizophrenia, and bipolar disorder (Alston, 2015).
2.2 Inclusive education
Traditionally there are three broad methods to teach children with disabilities. The first
method is segregation. In this method children are classified according to their
impairment and is allocated to school specialized for that specific impairment. The
second type is integration in which disabled children are placed in mainstream schools, in
special classes, if they can cope with its requirements. Third category is inclusion, where
policies, cultures and practices are transformed to include disabled students in schools
removing the barriers they face (UNICEF, 2012).
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Even though the concept of inclusive education has been promoted internationally for
years, several barriers are being faced in providing education to children with disability.
Lack of information and discriminatory attitudes towards disabilities personals at all
levels of society, contributes to the neglect of their right to education. It is conservatively
estimated that less than 10 percent of children with disabilities in developing countries in
the Asia-Pacific region are enrolled in schools (UNESCO Bangkok, 2009).
2.3 The Rights Framework for Inclusion
To date, there have been numerous acts of legislation that have ordered special education
students out of isolated educational environments and into classrooms with their regular
education colleagues.
The core of inclusive education was the human rights to education, defined in the
Universal Declaration of human rights in 1984 which ensures the right to free and
compulsory education for all children (Morris, n.d). In the same way in the aim of the
1989 UN Convention on the Rights of the Child in Article 2 and Article 23 was to ensure
the rights for all children to receive education without discrimination on any grounds.
In addition to this the Jomtien World Conference on Education for all in 1990 set the
goal of Education for All (EFA). More over in 1993 the UN standard rules on the
equalization of opportunities for person with disability confirms the equal rights for
everyone with disabilities to education and also that it should be provided in an integrated
school setting and in general school settings. Furthermore to promote EFA, Salamanca
Statement and Framework for Action on Special Needs Education was adopted in 1994
considering the basic policy changes are needed to promote inclusive education so that
schools can serve all children including those particularly with special needs.
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Similarly the world Education Forum Framework for Action, Dakar, was made to fulfill
the EFA goals and millennium development goals ensuring that all children should have
access to and complete free and compulsory primary education by the year 2015. To
support this Framework for action UNESCO joined with other organizations in 2001
flagship on the right to education for persons with disabilities and towards inclusion.
However it was the 2006 UN convention on the rights of persons with disabilities
(CRPD) that established inclusive education as a mechanism to deliver the right to
education for people with disabilities. In Article 24, the CRPD stresses the need for
governments to ensure equal access to an “inclusive education system at all levels” and
provide reasonable accommodation and individual support services to persons with
disabilities to facilitate their education (UNESCO 2005).
2.4 Laws and Policies regarding disability and Inclusive Education in Maldives
The Maldives signed the United Nations CRPD on 02 October 2007 (United Nations
2009) and On 06 January 2010 the President‟s Office submitted the pertinent ratification
instrument to Parliament and got approved ratification of CRPD on 03 March 2010. The
Maldives lodged its instrument of ratification of the CRPD on 05 April 2010 and became
the 85th United Nations Member State to formally accept the obligations contained in the
Convention. The CRPD entered into force on 03 May 2008, after the Convention
received the 20th ratification (Human rights commission of Maldives, 2010).
The Maldives Constitution protects the rights of persons with disabilities in which
individuals with disabilities have the same set of rights, obligations and opportunities that
other Maldivians have. According to Article 17 of the Constitution of the Maldives,
everyone including those with mental or physical disability is entitled to the rights and
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freedoms included in the Constitution without discrimination of any kind and the article
35 (b) states that elderly and disadvantaged persons are entitled to protection and special
assistance from the family, the community and the State (Human rights commission of
Maldives, 2010).
The Government submitted a bill to Parliament in July 2009 to operationalize protection
and special support to persons with disabilities specified in Article 35 (b) of the
Constitution. The bill on “Protecting the Rights of People with Special Needs and
Providing Financial Assistance” was passed by the Parliament in December 2009.
However, the President returned the bill in January 2010 for reconsideration by the
Parliament. The President did not ratify the bill onto a law because it was found crucial to
revise the bill in line with the UNCRPD. In 2007, the Government developed a human
rights based National Disability Policy to address the rights of persons with disabilities
(MGF 2007). Persons with disabilities were consulted extensively in the formulation of
the draft National Disability Policy. An Action Plan for Children with Disabilities 2008-
2013 developed by the Child and Family Protection Authority was introduced in July
2008 (MGF 2008) (Human rights commission of Maldives, 2010)
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2.5 Conceptual framework and Measurement of variables
Independent variable Dependent variable
This conceptual framework describes the dependent and the independent variables of the
study. There are main four areas that would access the teachers‟ awareness and
preparedness in teaching students with variety of disabilities. They are the socio-
demographic factors, teacher‟s knowledge, attitudes and practices.
The dependent variable is the preparedness of teachers for teaching students with
disability. This will be assessed through their knowledge, attitudes and practices. The
independent variables influencing the variable factor is the age, gender, educational level
and years of experience of teachers.
Knowledge
Attitude
Socio-demographic
factors
- Age
- Gender
- Educational level
- Years of experience
Preparedness of
teachers for
teaching students
with disability
Practices
Figure 1 Conceptual framework and Measurement of variables
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2.6 Teachers knowledge, attitude and practice on Inclusive Education
Successful implementation of an inclusion program depends on the knowledge and the
attitudes of teachers who will work most closely with the student involved. The attitudes
of teachers are influenced by the knowledge and the experience the teachers have
regarding disability.
Santoli, Sachs, Romey, and McClurg study (as cited in Barbra and Joyline, 2014) states
that despite the fact that all the teachers questioned were ready to make required
accommodations for students with disabilities, most of the teachers felt that students with
disabilities should not be given the chance to be educated in main stream classrooms no
matter the simplicity or severity of the disability, particularly students with behavioral
disorders and mental retardation. Even though a majority of the teachers had a positive
attitude towards inclusion which could only be effective with enough training and
administrative support.
Among elementary special education teachers in Southeastern United States, that has
been regularly including students with disabilities in general education classrooms for the
past ten years a study was conducted to find the Attitudes Regarding Inclusion. In this
study teachers had various attitudes when asked about specific disabilities. The figure
below shows the responses of the participants (Ridarick, Ringlaben, n.d.).
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2.7 Socio demographic factors (gender, age, educational back ground, years of
experience)
In the Heflin & Bullock study, (cited in Pick-Bowes, 2003) according to some teachers,
students with disability negatively affect other students learning by causing distraction in
the class. If this distraction is to the point that the class to be interrupted, then it is
probably not a positive inclusive situation.
Another concern is that regular education teachers not having the proper training to teach
students with disabilities. And some regular teachers have reported that they do not have
enough experience to work with children with disabilities (Monahan, Marino & Miller,
2000; Lanier & Lanier (cited in Pick-Bowes, 2003)).
In a study undertaken in United Arab Emirates among 455 teachers to find Regular
Classroom Teachers‟ Attitudes towards Including Students with Disabilities in the
Regular Classroom, which was done using a three-Likert type scale, showed supportive
attitudes towards teaching students with disability. In this study male teachers had more
supportive attitudes towards inclusion than female teachers did. Teachers‟ age was not
Figure 2 Attitude of teachers regarding specific disabilities
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relevant to their attitudes towards inclusion while their years of experience were
negatively correlated with their attitudes towards inclusion (Dukmak, 2013).
In a study done to investigate teachers‟ attitudes, towards inclusive education in Jordan,
and the aspects that influenced such attitudes, a qualitative study was done to collect
information from all general education and special education teachers. The sample
consisted of 90 teachers at 7 schools. The results of this study showed that teachers‟
attitudes were found to be strongly influenced by the nature and severity of the disabling
condition presented to them, the length of teaching experience, and training. Teachers
who had experience with students with special needs in mobility and other physical
disabilities, were most supportive of the idea of including students with the same
disabilities (Zyoudi, 2006).
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3 CHAPTER
METHODOLOGY
3.1 Research Design
This was a case-control study where the control group was entirely used to obtain a
standard while a random sampling method was used to select teachers from the case
group.
3.2 Population and Sample
Study Area
The study was conducted in 10 Government schools of Male‟, where primary education
is provided. They are:
1. Jamaaluhdheen School
2. Imaadhudheen School
3. Kalaafaan School
4. Iskandharu School
5. Thaajudheen School
6. Hiriya School
7. Aminiyaa School
8. Darumavantha School
9. Majeedhiyya School
10. Arabiyya School
These schools were selected on the basis that they provide primary education for students
of grade one. As a case group, teachers of grade one were used because they are the
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people who spends most of the time with the children. Moreover, when the government
implements a policy such as inclusive education, it will be first experimented in this
grade. So it is important to know the knowledge level and attitude of these teachers early
on.
Target Population
The target population for this survey was teachers from 10 Government schools of male‟.
It included teachers teaching disabled students in Jamaaludheen School and
Immadhudheen School and selected teachers from primary grade one in all the 10
Government Schools. There were a total 49 teachers teaching in SEN classes and 55
teachers teaching regular classes.
Sampling Techniques
This study was conducted with 49 teachers teaching in SEN classes and with randomly
selected 49 regular teachers from different schools. The teachers teaching in SEN classes
are from the classes for disabled children in Jammaludheen and Imaadhudheen School, of
which 16 teachers were from Jamaaludheen the remaining 33 from Imaadhudheen. These
teachers were used as the control group in the study.
The case group includes primary teachers who are teaching for grade one in 10
government schools in Male‟. There were total 55 teachers in these schools teaching in
primary grade one. Among them 49 teachers were selected randomly.
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Sample Size
The total 49 teachers teaching for SEN classes were taken as the control group. Among
them there were 6 male teachers and 43 female teachers. There were a total of 55 primary
teachers in 10 government schools of Male‟ from which 49 were selected as case group.
3.3 Instrumentation
This study was conducted using a survey questionnaire which contained 4 separate
sections to find knowledge, attitude and practices of teachers regarding disability. This
questionnaire was given for both the control and case groups.
The first section of the questionnaire asked information regarding the teachers‟ bio data.
It included teachers‟ age, gender, and level of education and their duration in the field.
The questions are close ended and it contains multiple answer questions. The second
section contained questions to find the knowledge of teachers regarding disability. It
evaluates the information teachers have regarding different types of disabilities. The
questions in this section are also close ended questions in which it contains one
dichotomous questions and the rest are multiple choice questions. Third section focuses
on the attitudes of teachers towards disabled children and it contain a likert scale, one
dichotomous and two open ended questions. The last section comprised questions to find
the practices of teachers regarding disabled children and including disabled students in
main stream schools. It includes dichotomous questions and one open ended question.
(Refer Appendix B, Questionnaire)
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3.4 Data Collection Procedures
To collect data, first, consent was obtained from the 10 schools and survey questionnaires
were handed over to the allocated person from each school after guiding them on how to
fill the questionnaires. Consent was taken from each participant and information was
provided with each questionnaire. (Refer Appendix A, Consent Form)
3.5 Validity and reliability
Before collecting data the questionnaire was pre-tested using 10 primary teachers of
Hiriyaa School. In addition to this, concerning the types of disabilities found among
students was discussed with a leading teacher of SEN classes and changes to
questionnaire were made accordingly. Moreover, regarding the wordings of the
questionnaire was discussed with a lecturer of FHS. After pre-testing the questionnaire
it was revised accordingly
21
3.6 Framework for Data Analysis
Objectives Questions Source of
data
Types of
data
Technique
of analysis
To determine the
knowledge of disability
in students among
teachers of regular
schools.
1. What is the scope of
knowledge towards
disability in students,
among teachers of
regular schools
compared to teachers
specialized in
disability?
questionnaire
Primary data
SPSS
To find the attitudes
toward disabled
students among
teachers of regular
schools.
1. What are the attitudes
towards disabled
students, among
teachers of regular
schools compared to
teachers specialized in
disability?
questionnaire
Primary data
SPSS
To determine the
standards of practice
for disabled students
among teachers of
regular schools.
1. What are the teaching
practices adopted by
regular school teachers
towards disabled
students compared to
specialized teachers?
questionnaire
Primary data
SPSS
Table 1 Framework for Data Analysis
22
4 CAHPTER
DATA ANALYSIS AND RESULTS
The information presented in this section reviews the statistically significant data
representing the response made by the teachers teaching for SEN classes and teachers
teaching for grade one students in normal classes.
Table 2 Demographic characteristics of the participants
Demographic characteristics Case group Control Group
of participants Frequency Percentage Frequency Percentage
Age
20-30 years 27 64.3 14 33.3
31-40 years 12 28.6 18 42.9
41-50 years 3 7.1 10 23.8
Total 42 100 42 100
Gender
Female 42.0 100.0 40 95.2
Male 0.0 0.0 2 4.8
Total 42 100 42 100
Duration
in field
less than 1 years 1.0 2.4 0 0
1-5 years 14 33.3 9 21.4
6-10 years 17 40.5 19 45.2
11-15 years 6 14.3 8 19.0
16-20 years 3 7.1 4 9.5
20-25 years 1 2.4 2 4.8
Total 42 100 42 100
Highest
level of
education
Advance certificate in
teaching
6 14.3 1 2.4
Diploma in teaching primary 21 50.0 6 14.3
Bachelors in teaching
primary
14 33.3 8 19.0
Masters of education 1 2.4 2 4.8
Diploma in teaching SEN 0 0 25 59.5
Total 42 100 42 100
23
Out of the 42 participants who were in the case group 64.30% were between the ages
of 20 and 30; 28.60% were between the ages 31 and 40; and 7.10% were between the
ages of 41 and 50. Among the 42 participants in the control group 33.30% were
between 20 and 30 years of age; 42.90% were between the ages of 31 and 40; and
23.80% were between the ages 41 and 50. The 42 participants in the case group were
female. In the control group, however, 40 participants were female and 2 participants
were male.
When looking at the duration of the participants in field, in the case group, 17 of the
participants have worked in the field for 6 to 10 years. That represents 40.50% of the
total participants. Merely 2.40% of the participants have worked in the field for more
than 20 years. In the control group 19 of the 42 participants have worked in the field
for 6 to 10 years and only 2 of the participants have worked in the field for more than
20 years.
Half of the 42 participants in the case group hold a Diploma in Teaching Primary
Education. In this group only 1 participant holds Masters of Education. None of the
participants holds Diploma in Teaching SEN in this group. In the control group,
59.50% of the participants hold a Diploma in Teaching SEN and 19% of the
participants hold Bachelors in Teaching Primary Education.
24
Knowledge
Figure 3 Definition of disability by case group
Figure 4 Definition of disability by control group
64.29% of the participants in the case group define disability as an illness that
prevents a person from living a normal life. 33.33% defines disablity as a physical or
mental impairment that has a sunstantial and long term negative effect on normal
daily activities. 2.38% describes disability as a disease that prevents you getting an
education.
25
In control group 90.48% of the participants defined disability as s a physical or mental
impairment that has a substantial and long term negative effect on normal daily
activities while 9.524% defined disability as an illness that prevents a person from
living a normal life.
Table 3 types of disability
Case group Control group
Types of disability Frequency Percentage Frequency Percentage
Autism 40 95.20% 40 95.2%
ADHD 31 73.80% 27 64.3%
Down Syndrome 29 69.00% 36 85.7%
Hearing impairment 11 26.20% 33 78.6%
Visual impairment 8 19.00% 32 76.2%
Dyslexia 9 21.40% 2 4.8%
Cerebral palsy 9 21.40% 26 61.9%
*Multiple response
In the case group 40 out of the 42 participants in this research recognize Autism as a
type of disability. Interestingly, 11 of the participants identifies hearing impairment
as a type of disability and only 8 of the participants recognizes visual impairment as a
type of disability. And 31 teachers noted ADHD as a type of a disability while 29
teachers recognized Down syndrome as a type of disability.
In control group also 40 participants recognized Autism as a type of disability and 33
participants noted hearing impairment as a disability while 32 participants
documented visual impairment as a disability. Among the participants 27 noted
ADHD as a disability while 36 participants identified Down syndrome as a disability.
26
Table 4 Identification of the disability in students
Case group Control group
How to identify disability Frequency Percentage Frequency Percentage
Through internet 15 35.70% 0 0%
By asking parents 21 50.00% 4 9.5%
By doctors report 13 31.00% 39 92.9%
By other teachers 6 14.30% 1 2.4%
By students behavior 4 9.50% 0 0.0%
*Multiple response
Half of the participants in the case group identify disabilities in students by asking
their parents. 35.70% of the participants identify disability through research on the
Internet and 9.50% of the participants identify disability by students‟ behavior. In
control group 88.1 % of the teachers identified the disability within the student by the
doctor‟s report and 9.5% asked the parents regarding the type of disability.
Figure 5 Definition of inclusive education by case group
27
Figure 6 Definition of inclusive education by case group
According to 50% of the participants in case group apecial classes in Jamaaludheen
School and Imaadhudheen School falls under inclusive education. 35.71% of the
participants describe inclusive education as giving chance for disable students to
study in the same classes as normal students using the same materials. 11.90%
describes inclusive education as teaching in schools exclusively for students with
disabilities. and 2.38% describes inclusive education as teaching students with
disablity at home.
According to 90.48% of control group inclusive education is giving chance for disable
students to study in the same classes as normal students using the same materials and
9.524% of people define it as teaching in schools exclusively for students with
disabilities.
28
Figure 7Definition of Autism by case group
In the research, 64.29% of the participants in the case group defines Autism as a
genetic disorder that causes difficulties in social interactions, verbal and nonverbal
communications and repetitive behaviors. 28.57% describes Autism as a disease that
prevents patients from listening and 7.14% defines Autism as the loss of the ability to
produce or comprehend language. However in the control groupe all the participents
described Autism as a genetic disorder that causes difficulties in social interactions,
verbal and nonverbal communications and repetitive behaviors.
29
Figure 8 Definition of ADHD by case group
In the case group, 2.38% of the participants have no knowledge of ADHD. 7.14%
describes ADHD as psychiatric conditions such as depression and schizoprenia.
14.29% describes ADHD as neurological impairments such as epilepsy or
dysautonomia. Most of the participants – 76.18% – defined ADHD as a disorder that
causes difficulty in staying focused, paying attention, controlling behavior with
hyperactivity. In controll group 40 participents described ADHD as a disorder that
causes difficulty in staying focused, paying attention, controlling behavior with
hyperactivity and 2 participents noted it as neurological impairments such as epilepsy
or dysautonomia.
When asked about the characteristic of Down Syndrome 71.40% of the participants in
the case group identified upwardly slanting eyes as a characteristic of Down
Syndrome and 64.30% states that flattened facial profile as a characterisitic of Down
Syndrome. 19% of the participants identifies short stature as features of Down
Syndrome. In control group 92.9% of participants noted upwardly slanting eyes as a
30
character while 90.5% of them identified Flattened facial profile as a character. 81.0%
of the participants have noted Short stubby hands as a character while 4.8% of the
participants had noted they don‟t know the characters of Down syndrome.
Table 5 Characteristics of Down Syndrome
Table 6 laws in Maldives regarding disability
In this research, in the case group, according to 54.80% of the participants there are
laws in Maldives regarding diablity and 45.20% of participants states that there are no
laws in Maldives regarding disability. In the control group 97.6% of people said they
know that ther is a law regarding disability while 2.4% of the perticipant said that
there is no law regrding disability.
Case group Control group
characteristics of Down
Syndrome Frequency Percentage Frequency Percentage
Small ears 13 31.00% 25 59.5%
Upwardly slanting eyes 30 71.40% 39 92.9%
Short stubby hands 20 47.60% 34 81.0%
Flattened facial profile 27 64.30% 38 90.5%
Large tongue 14 33.30% 35 83.3%
Short stature 8 19.00% 13 31.0%
Gap between first and
second toes 11 26.20% 33 78.6%
I don‟t know 4 9.50% 2 4.8%
*Multiple response
Case group Control group
Are there any laws in Maldives
regarding disability? Frequency Percentage Frequency Percentage
Yes 23 54.80% 41 97.6%
No 19 45.20% 1 2.4%
Total 42 100% 42 100%
31
Attitudes
Table 7 attitudes of teachers by control group
Table 8 Attitudes of teachers by case group
Control group
Statement Strongly
Agree Agree Disagree
Strongly
Disagree Total
Percentage
%
Disabled children can be included in main stream
schools 24 15 1 2 42 100.0
It is important to provide Education to children with
disabilities 40 2 0 0 42 100.0
You have the proper education and skills to teach a
student with a disability 14 14 1 13 42 100.0
Teachers should be taught more regarding disability in
teachers' training programs 36 6 0 0 42 100.0
If proper guidance is provided children with
disabilities will be able to perform well in day to day
activities
40 2 0 0 42 100.0
You are provided with sufficient materials in order
make appropriate accommodations for students with
special needs
0 12 19 11 42 100.0
Case group
Statement Strongly
Agree Agree Disagree
Strongly
Disagree Total
Percentage
%
Disabled children can be included in main stream
schools 7 14 18 3 42 100.0
It is important to provide Education to children with
disabilities 23 16 2 1 42 100.0
You have the proper education and skills to teach a
student with a disability 2 9 19 12 42 100.0
Teachers should be taught more regarding disability in
teachers' training programs 30 7 2 3 42 100.0
If proper guidance is provided children with disabilities
will be able to perform well in day to day activities 17 17 7 1 42 100.0
You are provided with sufficient materials in order
make appropriate accommodations for students with
special needs
1 11 19 11 42 100.0
32
In the case group 18 of the 42 participants disagree that disabled children can be
included in mainstream schools. 14 of the total particioants agree that those children
can be included in mainstream schools as well. 23 of the participants strongly agree
that it is important to provide education to children with disablities and only 1 of the
participants strongly disagree with this view.
Among the participants 19 teachers disagree on having the proper education and skills
to teach students with disability. And 2 teachers stongly belive that they have the
proper education to teach students with disability. In this group 30 teachers believe
that they should be taught more regarding disability in teachers‟ trainnig programs
and 3 teachers stated that they are provided with enough kowlwdge in their teachers
training programs. 37 teachers thinks that if proper guidence is provided children
with disability will be able to perform well in day to day activities, while 1 teacher
strongly disagrees with this opinion. From the case group 19 teachers disagree on the
idea that thay are provided with sufficient materials in order to make appropriate
accommodations for students with special needs. And 11 teachers strongly disagree
and 11 teachers agree with this idea.
In control group 24 of the paricipents strongly agree and 15 participants agree to the
idea that disabled children can be included in main stream schools. In this group 40
participants strongly agreed to the idea that it is important to provide Education to
children with disabilities while 2 participants greed to the idea. 14 participants
strongly agreed and agreed that they have the proper education and skills to teach a
student with a disability while 13 participants strongly disagreed to it. Among this
group 36 participants strongly agreed to the idea that teachers should be taught more
regarding disability in teachers' training programs and 40 participants strongly agree
33
to the idea that if proper guidance is provided children with disabilities will be able to
perform well in day to day activities. In addition to this 11 participants strongly
disagree and 19 participants disagree to the idea that they are provided with sufficient
materials in order make appropriate accommodations for students with special need.
Table 9 Opportunities to improve knowledge
According to 64.3 % of the case group, the schools does not conduct workshops or
find opportunities for teachers to improve their knowledge regarding disabilities.
However 35.7% states that the schools does conduct progams to improve their
knowledge. On the other hand 64.3% of the contol group noted that schools do
conduct workshops and find opportunities for teachers to improve their knowledge
regarding disabilities.
Case group Control group
Does the school conduct workshops or
find you opportunities to improve and
refresh your knowledge
Frequency Percentage Frequency Percentage
Yes 15 35.7% 27 64.3%
No 27 64.3% 15 35.7%
Total 42 100% 42 100%
34
Practices
Table 10 Practices of teacher towards students with disabilities
In the case group 81% of the participents states that they allow children with
disabilities to participate in different activities in schools and 19% states that they do
not allow children with disabilities to take part in different activities. 100% of the
group states that they do not address the students regarding their disability and 33.3%
states that they do not allow disabled students to participa in physical education
period. And 90.5 percent states that they do not keep students with disability outside
the class room because they cause disturbance or distraction during class. In the case
group 7 teachers are aware that there are wheel cheirs available in school.
In control group 100% of the participants indicated that they allow children with
disabilities to participate in different activities and do not call students by nick names
related to their disability. In addition to this 100% of the participants said that they
include disabled children during PE class and do not keep students with disability
outside the class room because they cause disturbance or distraction during class.
Question Response Case group Control group
Frequency Percentage Frequency Percentage
Allow children with disabilities to
participate in different activities?
Yes 34 81% 42 100%
No 8 19% 0 0%
Call students by nick names related to
their disability?
Yes 0 0% 0 0%
No 42 100% 42 100%
Include disabled children during
physical education (PE) period?
Yes 28 66.7% 42 100%
No 14 33.3% 0 0%
Keep students with disability outside
the class room because they cause
disturbance or distraction during class?
Yes 4 9.5% 0 0%
No 38 90.5% 42 100%
Is wheel chair available for disabled
children in school?
Yes 7 16.7% 4 9.5%
No 35 83.3% 38 90.5%
35
Figure 10 Extra support for students with disability by control group
Figure 9 Extra support for students with disability by case group
According to case group 66.67% of teachers, no extra support is provided to the
disabled students. However, 23.81% of teachers stated that students are being
provided 1 to 2 hours of extra support while 9.52% of teachers said 3 to 4 hours of
support is provided to students with disabilities. In control group 64.29% of the
participants do not give extra tutorial and 23.81 % of the participants spend 1 to 2
hours on giving extra tutorial to students.
36
5 CHAPTER
DISCUSSION AND CONCLUSION
5.1 Summary of main findings
This study shows that teachers who participated in this study have an acceptable
knowledge of the types of disabilities. However, attitudes and practices of teachers
teaching in normal classes differ from that of teachers teaching in SEN classes.
According to the study 59.5% of the teachers currently teaching in SEN classes has
done diploma in teaching SEN classes. It is important for teachers to learn separately
regarding disabilities in students as teachers will be spending a lot of time with the
students. Hence they should have the proper knowledge on how to take care of these
students. In case group 64.92% of the participants have defined disability as an illness
that prevents living a normal life. However, in the control group 90.85% defines it as
a physical or mental impairment that has a „substantial‟ and „long-term‟ negative
effect on the ability to do daily activities.
In control group 92.9% of the participants identify disabilities in students by the
doctor‟s report though in case group half of the participants asks the parents regarding
the disability. In case group, 50% of the participants think that the SEN classes in
Jamaaludheen School and Imaadhudheen School is known as inclusive education.
However 90.48% of control group indicates that inclusive education is giving chance
for students with disability to study in the same schools, in the same classes as normal
students using the same materials. When asked weather the participants know that
37
there is a law in Maldives regarding disability 54.80% of the participants in the case
group said they do know that there is a law regarding disability however in control
group 97.6% of participants said that they know that ther is a law.
Through out the study it was observed that the control group had a possitive attitude
towards including students with disabilty in mainstreem schools and in different
activities held in schools. However, most participants in case group had a negative
attitude regarding involving students with disability in activities.
5.2 Discussion
This is a case control descriptive study done to investigate the knowledge, attitude and
practices of teachers regarding disability in children and inclusion of these students in
main stream schools. The target audience of this study is teachers teaching in regular
classes compared with teachers in SEN classes. This study includes total 84
participants in which the case group was chosen through random sampling and the
control group included the whole population. Control group includes teachers from
SEN classes of Jamaaludheen School and Imaadhudheen School. Case group
comprises of teachers from all the government schools of Male‟. Among the
participants teachers teaching for SEN classes has completed diploma in SEN
however the normal teachers have not done any special training regarding teaching
students with disabilities
Knowledge
Disablity is a physical or mental impairment that has a substantial and long term
negative effect on daily activities. Likewise most of the participants of the case group
have identified disability as an illness that prevents a person from living a normal life.
According to the participans the most common type of disabities were Autism,
38
ADHD, Down syndrome, Hearing impairment, Visual impairment, Dyslexia and
Cerebral palsy. Among the control group most of the teachers identify the types of
disability in students by the doctors reports; however, 30% of the case group refers to
those reports. In case group 50% of the participants ask the parents regarding the
disabilities in students.
Even though inclusive education is providing education for students with disability in
the same scools, in same classes as normal students using the same materials, 50% of
the participants in case group have identified SEN classes in Jamaaludheen School
and Imaadhudheen School as inclusive education.
Both the groups appeared to have adequate knowledge regarding autism and ADHD
as they are the most common type of disabilities identified in schools. In addition to
this the control group proved to have more knowledge regarding the laws and policies
implemented in the country.
Attitudes
The participants of the control group appeared to have a positive attitude towards
disabled students, providing education for these students and including these students
in main stream schools. However some disagreements are recognized in case group
regarding including these students in mainstream schools. Participants from both
groups agreed that they do not have the proper education and skills to deal with the
students with disabilities and that they need more training in teachers training
programs and the schools should provide more opportunities to refresh their
knowledge and skills. In addition to this the control group indicates that if proper
guidence is provided children with disabilities will be able to perform well in day to
day activities. And both the groups agree that are not provided with sufficient
39
materials in order to make appropriate accommodations for students with special
needs.
According to the teachers of case group the main problem they face in class room is
that only one teacher has to look after 30 to 33 students. In addition to this they have
highlighted that they lack in material wise to provide education for these students.
Additionally they have also noted that lack of early interventions in identifying the
disability also as an obstacle for education.
Most of the teachers have noted that the biggest barrier to provide education for
students with disability is lack of awareness in the community and among parents
regarding disability. In addition to this lack of qualified teachers and structure of the
school buildings also prevents inclusion of students in main stream schools. Moreover
the control group has noted that lack of vocational training and occupational therapists
in the process as a barrier. Furthermore lack of opportunities in the society prevents
education for these students. In addition to this according to most of the teachers there
are no conveniences and services other than wheel chairs and counselors available in
schools for students with disabilities.
Practices
With regard to the severity and the type of disability they have, Even though 9.5% of
the participants indicates that they do keep students with disability outside the class
room because they cause disturbance and distraction during class. The rest of the
participants have noted that they never practice it. In addition to this it is noted that in
some schools they are provided with appliances like wheel chairs to carry students
with disability around the class and school.
40
Majority of the participants have noted that they do not have enough time to provide
extra tutorial house for students. In SEN classes, for disabled students extra time can
be allocated according to the severity of the disability. And in normal classes as
teachers have to look after 30 to 33 students as a result it is difficult to meet the
educational needs of students with disabilities.
In addition to this lack of skilled teachers and the infra-structure of the school
prevents inclusion of students in main stream schools Most of the teachers have noted
that the biggest barrier to provide education for students with disability is lack of
awareness in the community and among parents regarding disability.. Moreover the
control group has noted that lack of vocational training and occupational therapists in
the process as a barrier. Furthermore lack of job opportunities in the society after
prevents education for these students. In addition to this according to most of the
teachers there are no conveniences and services other than counselors and available
wheel chairs in schools for students with disabilities.
5.3 Limitations
There were several limitations faced mainly because the time period to conduct the
study was very little. Public holidays during this period delayed and shortened the
process of data collection. Moreover, as the participants in this study were teachers
they had a very busy schedule which made the response rate lower than the actual
population. In addition to this as the questionnaires were self-administered by the
participants, some information were missing and so had to cancel them out. In
addition to this, in this study 82 participants were female, only 2 were males. There
would ideally be an equal number of male and female participants in order to give an
accurate representation of the population as a whole.
41
5.4 Conclusion
According to the study results, all the participants had an acceptable level of
knowledge regarding disability in children. Moreover, control group has expressed
positive attitude towards including disabled children in main stream classes and
involving them in all the curricular and extra-curricular activities while control group
had negative attitude towards involving disabled children in the normal classes. From
this study it was identified that teachers do not believe they have the proper skills to
teach students with disability. Therefore, it is very important to increase teachers
knowledge and skills by providing more workshops and training programs.
According to the teachers of case group the main problem they face in class room is
that only one teacher has to look after 30 to 33 students. In addition to this they have
highlighted that they lack in material wise to provide education for these students.
Additionally they have also noted that lack of early interventions in identifying the
disability also as an obstacle for education.
5.5 Direction for future Researches and Recommendations
To generalize the result it is recommended to have a larger sampling size. Conducting
this study among other schools including non- governmental schools and grades
would give a larger sample size and will allow the researcher to determine the
knowledge, attitude and practices of teachers. Additional research studies should
focus on specific disabilities and the effects of the different disabilities in inclusive
classrooms. Furthermore it is important to do an observational analysis of the class
room during the teaching hours to find the attitudes and practices of the teachers.
Additionally it is also important to check whether the curriculum is designed in a
42
manner that it encourages inclusive education. In addition to this it is important to
study the views and attitudes of schools other staffs including the management and
the parent‟s views regarding inclusion.
Schools need to provide more opportunities for teachers to development their
knowledge and skills to help them to feel competent in teaching students with and
without disabilities in inclusive classrooms. In addition to this it is recommended for
teachers training programs to include more modules regarding disability starting from
the advance level.
43
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http://www.uis.unesco.org/Library/Documents/disabchild09-en.pdf
United Nations. (2009). Annual report of the United Nations high commissioner for
human rights and reports of the office of the high commissioner and the
secretary-general Retrieved from
http://www.un.org/disabilities/documents/reports/ohchr/hrcouncil2008.DOC.
UnitedNations (2009). “Opening for Signature of Multilateral Treaties Deposited with
the Secretary-General.” United Nations Treaty Collection. Retrieved from
http://untreaty.un.org/English/Osignature.asp.
World Health Organization. ( 2014). Disabilities. Retrieved from
http://www.who.int/topics/disabilities/en/
World Health Organization. (2011). World report on disability. Retrieved from
http://www.who.int/disabilities/ world_report/2011/ accessible_ en.pdf
World Health Organization. (2014). Disability and health. Retrieved from
http://www.who.int/mediacentre/factsheets/fs352/en/
Zyoudi, M., (2006). Teachers‟ attitudes towards inclusive education in Jordanian
schools. Retrieved from http://files.eric.ed.gov/fulltext/EJ843606.pdf
.
46
APPENDICES
Appendix A
Informed consent
Study Title: Knowledge, attitudes and practices for disability in students, among
teachers of government schools in male‟
PLEASE READ THIS DOCUMENT CAREFULLY.
YOUR SIGNATURE IS REQUIRED FOR PARTICIPATION. YOU MUST BE A
TEACHER TO PARTICIPATE IN RESEARCH. IF YOU DESIRE A COPY OF
THIS CONSENT FORM, YOU MAY REQUEST ONE AND WE WILL PROVIDE
IT.
According to this survey you have the right to withdraw at any time from the research,
without prejudice, should you object to the nature of the research. You are entitled to
ask questions and to receive an explanation after your participation.
Purpose of the Study:
The purpose of this study is to find the knowledge, attitude and practices regarding
disability in students among primary teachers, in main stream government schools of
Male‟, compared with the trained teachers in specialized classes in Jamaaluhdheen
and Imaadhudheen School.
You will be assigned a code number which will protect your identity. All data will be
kept in secured files,
No one will be able to know which your questionnaire responses are.
Opportunities to withdraw at will:
If you decide now or at any point to withdraw this consent or stop participating, you
are free to do so at no penalty to yourself.
Your signature below indicates that you voluntarily agree to participate in this study.
Date ______________
Sign: _____________
47
Appendix B
Questionnaire
I am a student from Faculty of Health Sciences. This is a study to find the knowledge,
attitude and practices of teachers regarding disability among students in 10 government
schools of Male‟. All the information collected through the questionnaire will be confidential
and will only be used for research purpose.
If you feel uncomfortable answering a question, feel free to refrain from answering.
Respondent No: _ _ _ _ _ _ Date:_ _ _ _ _ _ _ _ _ _ _
1. Bio-Data
1.1. Age
1 20 to 30 years
2 31 to 40 years
3 41 to 50 years
4 50 years and
more
1.2. Sex
1 Male
2 Female
1.3.
Duration in the field of
teaching
1.4. Highest level of education completed
1
Advance certificate in
teaching
2 Diploma in teaching
48
primary
3
Bachelors in teaching
primary
4 Others:
1.5 How long have you been teaching students with disability?
1 1 year
2 2 years
3 3 years
4 4 years
5 5 years or more
6 Never
2. Knowledge (Choose the appropriate one)
2.1. How do you define disability?
1
It is a disease that prevents you from
getting education
2 It is a physical or mental impairment that has
a „substantial‟ and „long-term‟ negative
effect on your ability to do normal daily
activities
3
It is an illness that prevents you from
living a normal life
2.2. List out the types of disabilities you know.
1 6
2 7
3 8
4 9
5 10
2.3 How do you identify disabilities in students?
1 Through internet
2
By asking
parents
3 By looking at doctors
49
reports
4
By asking other
teachers
2.4. What is inclusive Education?
1
Teaching students with
disability at home
2
Teaching in schools exclusively for
students with disabilities
3
Giving the opportunity to disabled students to
study in the same
schools, in same classes as normal students
using the same materials
4
Special classes in Jamaaludheen School and
Imaadhudheen school
2.5. How do you define Autism?
1 It is a genetic disorder that causes difficulties
in social interaction, verbal and nonverbal
communication and repetitive behaviors.
2 It is a disease that prevents people
from listening
3 Loss of the ability to produce or
comprehend language
2.6. What is Attention Deficit Hyperactive Disorder (ADHD)?
1
It is a disorder that causes difficulty
in staying focused and
paying attention, difficulty in controlling
behavior, and hyperactivity
2
Neurological impairments, such as epilepsy
or dysautonomia.
3
Psychiatric conditions such as depression and
Schizophrenia.
2.7. Tick all the characteristics of a child with Down syndrome?
1 Small ears
2
Upwardly slanting
eyes
3 Short stubby
50
hands
4
Flattened facial
profile
5 Large tongue
6 Short stature
7
Gap between the first and
second toes
2.8. Tick all the types of seizures?
1 Simple partial
seizures
2 Complex partial
seizures
3 Absence
seizures
4 Grand mal
seizures
2.10. Are there any laws in Maldives regarding disability?
1 Yes
2 No
3
if 'Yes'
Specify_______________
51
3.Attitudes (Choose the appropriate one)
Statement Strongly
Agree Agree
Strongly
Disagree Disagree
3.1 Disabled children can be
included in main stream schools
3.2 It is important to provide
Education to children with
disabilities
3.3 You have the proper education
and skills to teach a student with
a disability
3.4 Teachers should be taught more
regarding disability in teachers'
training programs
3.5 If proper guidance is provided
children with disabilities will be
able to perform well in day to day
activities
3.6 You are provided with sufficient
materials in order make
appropriate accommodations for
students with special needs
3.7
Does the school conduct workshops or find you opportunities to improve and
refresh your knowledge regarding disability?
1 Yes
2 No
3.8
What are the problems you face because of the enrollment of
disabled students in your class?
52
3.9 What are the barriers in education for a student with a disability?
4.Practices (Choose the appropriate one)
4.1.
Do you allow children with disabilities to participate in different activities in
school?
1 Yes
2 No
4.2. Did you ever call students nick names related to their disability?
1 Yes
2 No
4.3. Do you include disabled children during physical education (PE) period?
1 Yes
2 No
4.4
Do you keep students with disability outside the class room because they cause
disturbance or distraction during class?
1 Yes
2 No
4.5 Do you offer any extra tutorial support for students with disability?
1 Yes (if Yes, got Q4.6)
2 No (if No, got Q4.7)
53
4.6 How many hours are provided as extra support through-out the week?
1
One to two
hours
2
Three to four
hours
3 Five to six hours
4
Six hours and
more
4.7 Is wheel chair available for disabled children in this school?
1 Yes
2 No
4.8
What are other conveniences available or services provided in this
school for disabled students?
THANK YOU FOR PARTICIPATING IN THE SURVEY